This study investigated working memory skills in a small group of 13 nine-year-old Greek children facing reading difficulties and a group of 14 age matched typical Greek readers. The children were assessed on working memory tasks measuring separately the four components of the working memory model of Baddeley and Hitch (1974) as revised by Baddeley (2000): the phonological loop, visuo-spatial sketchpad, episodic buffer and central executive. Both groups completed tests of accuracy of reading, speed of reading and text understanding. The children with reading difficulties performed significantly more poorly than typical readers on all aspects of working memory apart from visual-spatial short-term memory. These results indicate a similar verbal working memory impairment in Greek children with reading difficulties as in their English peers, despite the fact that they are learning to read a language with a transparent rather than an opaque orthography.

中文翻译：

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正在学习希腊语阅读的阅读困难儿童的工作记忆档案

本研究调查了 13 名面临阅读困难的 9 岁希腊儿童和一组 14 岁与典型希腊读者相匹配的工作记忆技能。对儿童的工作记忆任务进行评估，分别测量由 Baddeley (2000) 修订的 Baddeley 和 Hitch (1974) 工作记忆模型的四个组成部分：语音循环、视觉空间画板、情景缓冲和中央执行。两组均完成了阅读准确性、阅读速度和文本理解的测试。除了视觉-空间短期记忆外，阅读困难的儿童在工作记忆的所有方面都明显低于普通读者。这些结果表明，阅读困难的希腊儿童与他们的英语同龄儿童存在类似的言语工作记忆障碍，